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International House Madrid CELTA Lesson Plan

Name Date

Csar Pardellas Pardellas 15/07/2013

Lesson Level

6 B2

Length Students

45 10

Skills aim(s) for the students: By the end of this lesson, students

Students will have learned the concept of speed dating as well as they will have started developing the skill of reading a long text with a lot of information to be taken into consideration. They will also work in reading comprehension by answering questions stated not only on the text but also postulated by the teacher.

Language aim(s) for the students: By the end of this lesson, students

Vocabulary enhancement. They will know at least 10-15 new words that will help them understanding this topic whenever it comes out again or even for having a real life conversation with anyone. Well work in fluency and, above all, accuracy.

Personal aims: Look back at previous tutor feedback to remind yourself of areas to work on.

Less teacher presence (preventing myself from falling into TTT). Early finishers must be kept doing something. Usage of stool. Do not block what they can read on the board. Being consistent with correction. Fully exploit the material.

Timetable fit: e.g. In previous lessons, the students (or) After my lesson, the students will

There were early finishers although it doesnt seem the case with this lesson since theres a lot of material to cover and I think my times indicated in the procedure sheet are well adjusted. The students will have the feeling of having worked well and satisfied with the job done.

What you assume your students already know: Will the language be new to the students or will it be revision?

I assume most words are unknown to them since they are not very likely used on an everyday basis. Most students will have heard of what speed dating is but just general concepts, nonetheless what theyre going to read goes one step beyond.
Resources: Include course book material, language reference books and any other additional resources.

New English File Upper-intermediate Students Book published by Oxford University Press 1996 New English File Upper-intermediate Teachers Book published by Oxford University Press 1996

Problems that students may have with the tasks Anything non-language related that you are worried about with tasks or activities. Example: The listening in the book is exceptionally long.

Solution Example solution: Break the listening into sections and give students time to compare between sections.

Understanding vocabulary which may limit them when completing a fill in the gaps exercise.

Explaining beforehand concepts on the board or individually.

Language Analysis
MEANING/USE:State what the language component of your lesson is AND what it means/how it is used. Give an example(s). For lexis, list the words/phrases you intend to teach and the key points of their meaning. Also indicate HOW meaning is going to be conveyed e.g. situation, picture, from a reading / listening text etc. Include concept questions/timelines to check understanding. FORM: State what the form of your language component is, showing a breakdown of the structure/phrase. Include negatives, question forms, contractions etc. Include parts of speech in your list of lexis. PRONUNCIATION: Indicate the key pronunciation features of your language component (stress, weak forms, silent letters, key intonation patterns etc.)

Prospective /prspektv/ partner /p(r)tn(r)/. Someone who might become your partner in the future. Courtship /k(r)tp/. The period of time when two people have a romantic relationship before they get married. Mr. or Ms Right. (Informal). The man/woman who would be a perfect partner for somebody. Quick-fire. (A series of things) done very quickly Scorecard /sk(r)k(r)d/ A card or paper where you write the point, e.g. in a game. A match /mt/ When two things or to people fit together. Not your type. Not the kind of person who you would normally like or get on with. Giggle /()l/ to laugh in a nervous, excited, or silly way that is difficult to control. E.g. The children giggled all the way through the film. Chat up. to start a conversation with someone because you want to have a sexual or romantic relationship with them. To talk flirtatiously to (a person), especially with the intention of seducing him or her. To talk persuasively to (a person), esp. with an ulterior motive. Grimace. /rms/ Verb Intransitive. To make an ugly expression by twisting your face, for example because you are in pain or do not like something. An ugly or distorted facial expression, as of wry humor, disgust, etc. intr to contort the face. Deafening / defn/ Adjective. Ensordecedor/a.

Problems and Solutions Anticipate problems students may have with meaning, form and pronunciation and detail these in the left hand column with your proposed solutions on the right. Include concept questions, timelines etc. Potential problems with meaning:
Example problem: Students may think that dont have to means obligation not to do something.

Solution
Example solution: In worksheet students choose the correct meanings from several options.

Applying same word to different context therefore changing the meaning.

Teachers clarification by previous explanation.

Potential problems with form


Example problem: Students may think the negative of have to is havent to.

Solution
Example solution: Ask students to find examples of negatives in the text.

None.

Potential problems with pronunciation


Consider individual sounds, silent letters, unpronounced syllables, word stress, sentence stress and intonation. Example problem: Students may add an extra syllable with /e/ before special and pronounce it especial.

Solution
Example solution: Model and drill example and use phonemic script.

Some words may be difficult to pronounce.

Teacher will help with pronunciation and make appropriate corrections.

Contributing to Written Assignment 2 - Language Skills: Tutor comment: Tutor signature: Date:

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